Ed Tech Mindshift

Category: Multimedia Learning

Technology, Collaboration & Communication

April 27, 2020 / / 0 Comments

Exploring digital tools that support collaboration and communication allowed me to think critically about the tools I researched for our group project, while also considering those of my classmates. In looking at my own level of understanding with navigating technology and considering some of the challenges I have encountered this term, it seems fitting that I am reflecting on using technology to support collaboration and communication.

Digital tools as we have explored over this course, enhance a student’s overall learning experience and provide opportunities to communicate, collaborate and demonstrate understandings in a variety of ways. While we explored several digital tools and platforms it seemed obvious that tech should bridge and support communication, however with a heavy reliance on it I learned sadly some of the limitations of living in a remote community with limited wifi.

“No Wifi @ Hoa’s cafe” by Dushan and Miae is licensed under CC BY-SA 2.0 

My thoughts during the project:

I thought not having explored any digital tools that create videos, digital stories or websites, this might be a good place to start. While I was not confident with a lot of technology, I was pleasantly surprised and pleased with my selection of the two tools I explored.

Both Adobe Spark and ShowMe Whiteboard Interactive were interesting tools which I could definitely see using with students of all learning styles and abilities. Through the process of exploring, experimenting and “playing” with many of these digital tools, I often reflected on how these applications could be used to support students with exceptional learning needs.

My teaching background is rooted in Special Education and so I can’t help but explore this project through a Special Education lens. While I did see using both applications with many students, I only selected Adobe Spark to pursue further for the project, ShowMe Whiteboard ended up in the section “Paths not Taken” due to its over simplicity, lack of features and limitations on creativity.

I tried to create a short video with slides and voice over on critical thinking using ShowMe and thought of how frustrating it was in terms of recording. Any mistake while recording would mean that you would have to record your entire presentation from the beginning all the way through. I thought this would pose as an unnecessary challenge and frustration, especially when there are so many other user-friendly applications out there. It also made me think more about the inquiry process, how we are encouraging students to explore and be creative. The overall features of ShowMe were very limiting even in terms of formatting (not being able to centering text and images). This tool was not going to work.

My reflections afterwards:

The group project which focused on exploring digital tools to support student inquiry, allowed us to trial and evaluate several digital tools, while also working through the inquiry process ourselves. While we researched applications, gathered data, compared digital tools, we could easily see which tools would best meet the needs of our students. In addition, this project allowed us to dig further in exploring and playing with digital tools, that we may otherwise not have had the chance to explore. I also feel that despite the fact that inquiry was primarily our focus, I could definitely see using these applications for many other curricular outcomes.

Through this evaluative process we had to employ many of the BC Digital Literacies that we explored.

  • Communication and Collaboration- Students use digital media and environment to communicate and work collaboratively, at a distance, supporting individual learning and contributing to the learning of others.

I saw myself and my classmates working together and demonstrating our own digital literacies by communicating with one another over multiple platforms, despite the initial tech difficulties I experienced. (I enjoyed exploring Slack, Google docs to communicate via a process journal, Zoom, Blue jeans and Google Meet).

  • Critical/Reflective Thinking-Students learn to engage in inquiry when they identify and investigate questions, challenges, key issues, or problematic situations in their studies, lives, and communities and in the media.

I focused on thinking about how these digital tools could be used for all students, including those with exceptional learning needs, thought about how we could create greater access to curriculum by using these tools as well as thought about the advantages and challenges of many of the digital tools I explored. In addition, I was able to think more critically about the bigger picture, trying to piece together how these digital tools and the overall process of exploring these applications for the sake of inquiry would help me, or not in my final master’s project.

Additionally, I questioned:

  • In what ways can these digital tools create greater access for students with learning difficulties?
  • What can my district or school do to bridge the gap when it comes to making curriculum accessible through technology for all students?
  • What is the end goal? And how can I use this process to support my overall journey in this program

I have found overall this process to be very helpful in terms of synthesizing ideas and thinking more about my final project moving forward.

  • Critical Thinking and Problem Solving-Students use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources.

Experimenting with digital tools, and determining which would work for the project and those that didn’t make the cut was helpful and it was nice to have the time explore different platforms. While there were lots of things to consider I think overall, we selected digital tools that would support students with thinking critically and allow them to demonstrating their understanding, ideas and create solutions to posed problems in their inquiry.

Questions I still have:

  • How will I create more opportunities in my teaching practice to explore additional digital tools to use in the classroom?

There is a really great website which looks at 15 specific questions to consider when asking about Tech Integration, created by Drew Perkins, Director of TeachThoughtPD. It can be found at the link below.

https://www.teachthought.com/technology/using-technology-can/

Additional thoughts to explore with regards to access:

  • How do I provide students with opportunities for collaboration while at home?
  • Working from home on projects- what is this going to look like?
  • How do I support students to create opportunities to make real world connections through collaborating with community members?
  • Think about creative ways to provide opportunities for feedback

Final thoughts:

While I spent a lot of time worried about creating a final product, I have reflected on my overall experiences and enjoyed collaborating with Cheryl and Heather. The overall presentation has given me lots of consider moving forward with my larger project and has left me with lots to consider and explore in my professional development moving forward.

Couros, A., & Hildebrandt, K. (2016). Designing for open and social learning. In G. Veletsianos (Ed.), Emergence and innovation in digital learning: Foundations and applications. Edmonton, Canada: AU Press. Retrieved from: http://www.aupress.ca/index.php/books/120258

Government of British Columbia. Department of Education. (2013). BC’s Digital Literacy Framework. Retrieved from https://www2.gov.bc.ca/assets/gov/education/kindergarten-to-grade-12/teach/teaching-tools/digital-literacy-framework.pdf

Moore, E. (2018). Technology Can Address Digital Accessibility — to an Extent. Inside Higher Ed. Retrieved from www.insidehighered.com/digital-learning/article/2018/05/02/technology-can-help-address-accessibility-challenges-many-say

 

 

Considerations for Accessibility of Technology in Education

April 26, 2020 / / 0 Comments

I really enjoyed exploring my applications as well as those selected by my project partners. I had the chance to look at some digital tools/ platforms that I might otherwise not have considered for inquiry exploration.

Further considerations in our group project led me to explore thinking about accessibility and technology and how they are intertwined.

Technology as we know is changing the way our students are able to access the curriculum, and what I noticed with the applications that were selected for our project, was that they would work well for many students and in different capacities.

Through this inquiry process the variety of digital tools explored allowed me to view varied options to support student learning styles. There is flexibility with the options explored in terms of availability and accessibility (most of the applications explored were free of charge). While we did discuss that much of the technology available to districts is predetermined, (often not with the consultation of teaching staff) the options explored cover a wide spectrum of interest and tech abilities.

Personally, not being as comfortable with navigating technology, I appreciated having the opportunity to explore options that were relatively user friendly and easy to access. Which brings me to the main point of discussion for this blog… accessibility.

Accessibility is such a huge factor when looking at incorporating digital tools into our everyday teaching practice. When looking at how to best meet the needs of students with learning exceptionalities, it is important to consider the vital role that technology can play. Exploring technology and providing all students with options for digital tools can mean that all students have equal and equitable opportunities to participate and meet the learning objectives.

It was important for us recognize that exploring the digital tools allows us to meet students where they are at, while providing them with considerations for design (supporting visual, kinesthetic, auditory and interpersonal learning styles).

Technology utilized in classrooms today should enhance or improve the learning experience. Digital tools can provide students with multiple access points and bridge the gap of disparities that are not always obvious. While technology should provide greater opportunities to learn and access the curriculum in a unique and exciting way, it is important to mention that the initial learning of the digital tool itself can be equally important in considering how it can help a student achieve a learning outcome.

When I think about how access to technology can be a real game changer for many students I consider some of the following:

  • Technology provides an easy approach to learning materials-often we may find that students are more comfortable with using digital tools then we are. In performing introductory activities with digital tools, we may discover that students are very much at home with navigating these applications and able to work with greater independence.
  • Technology makes learning more time -efficient- ever wonder why we flog pencil to paper tasks, when quite simply providing students with other means to demonstrate their understanding can save time, teach new skills and alleviate unnecessary stress.
  • Technology can be a less costly alternative for learning- while many digital tools and online applications are costly, the ones we chose in our project were primarily free. There are lots of great free digital tools out there, as well online learning can provide students with options that they might not otherwise have, especially when we look at creating opportunities for students to attend higher education. In addition, assistive technology has vastly improved students with learning exceptionalities with greater opportunity to attend post-secondary school.
  • Technology individualizes instruction- we know that all students learn differently and many need particular accommodations and modifications to meet the goals of individualized education plans, technology can assist with this.
  • Technology promotes Self-Determination (choice-making, problem solving, self-monitoring, decision making, goal setting and self-advocacy skills). This is so critical as we move away from teacher centered classrooms to student centered classrooms, where students can explore, learn and reflect on their understanding and gain a greater sense of responsibility and ownership over their learning journey.
  • Technology can provide multiple entry points- this allows for every student to have access to the curriculum regardless of ability, background, previous experience etc.
  • Technology supports communication, expression of ideas and information sharing – technology can be a great mediator for students with verbal communicative difficulties or students who require additional language develop supports.
  • Technology supports to solidify and reconcile understandings- this is evident as we see many digital tools present in our students’ homes. While we may not agree with all the time our students spend on devices, it is clear that their level of engagement can be overwhelming. I believe that some digital tools could be used to solidify concepts by making less fun curricular content more interesting and engaging to our students, therefore reinforcing concepts.
  • Technology may bridge the gap of disparity-while we are under pressure to assess our students during this very difficult time, one thing comes to mind and that is the inequities that exist with our students. Many of our districts have done surveys to canvas communities to find out who has access to internet, laptops etc. it is a challenge to know how to meet student needs who many not have a device to us. It is a challenge right now to think about equitable assessment when we have no control over the homes our students are coming from, the level of support there are receiving from their families or the educational resources that they have at their fingertips. We are experiencing unprecedented times right now, so it feels that this may not be a fitting point to include, however living in an isolated community I can see how technology plays a huge role in making education programs/ online classes available.

The considerations around accessibility are vast. There is work to do I suppose, to ensure that we are able to make digital tools accessible to all learners, but as long as we recognize the value of technology in the classroom and how it can enhance student learning we are moving in the right direction.

Resources/ Blogs/ Videos to explore:

https://blogsomemoore.com/tag/supporting-diversity/  (Shelley Moore talks a lot about supporting diversity and how assistive technology can support our most vulnerable students).

How Has Technology Changed Education? (2017, April 25). Retrieved from https://online.purdue.edu/ldt/learning-design-technology/resources/how-has-technology-changed-education

https://youtu.be/CtRY_1mZWWg (Jan Wilson, Associate Professor of Women’s and Gender Studies and History at the University of Tulsa discusses learning possibilities through UDL and how all students can benefit).

 

 

Living in a Filter Bubble

March 22, 2020 / / 0 Comments

What a crazy week this has been. While contemplating the questions for this week’s blog, thinking of both digital literacies and exploring the notion of filter bubbles, I have also been trying to desensitize myself to the pandemonium which has ensued in my small community. Who knew Spring Break would be spent in our own little social isolation bubbles? As an educator, I have been contemplating this last week what the future looks like for online learners?

Our district has a meeting scheduled this Monday to discuss what a fully online system could like in our small community and the surrounding villages. While I want to remain optimistic that we will be able to continue to provide meaningful learning opportunities for our students, I do question what this is going to look like. There are a few obvious considerations and will be interested to hear what the plan will be moving forward.

We do not have any schools currently with a 1:1 ratio of students and technology, so I am not sure how accessible online courses will really be.

I also question how families will manage with multiple children needing to use technology to continue with as normal a schooling schedule as possible, especially if families are working from home. We are assuming that most families have access to 1:1 technology and I am not sure this is the case.

Furthermore, I am curious to see how we will move forward with many schools staffing not familiar with using these platforms that are being suggested. With educator’s lack of experience, exposure and confidence with digital literacy skills, what will this look like?

Only the future will tell…

This week I listened to Rheingold’s podcast of Chapter 2 Crap Detection 101: How to Find What you Need to Know, and Decide if It’s True as well as the YouTube Video, Beware of Filter Bubbles, by Eli Pariser.

Rheingold’s podcast talked about creating virtual communities to combat the spread of misinformation and to think about how we can learn to detect the “crap information” and avoid it.

He focused his initial conversation on the issue of attention, Research has indicated that we are not helpless in the face of all the attractions, we have to assert our attention and be more mindful of the attractions that lure us to buy into garbage news and misinformation. This is fundamental to our thinking and communication.

He further went on to explain that “crap detection” can help us further evaluate resources for authenticity but separating truth from fiction. While there are safeguards or “gateways” in place that ensure that books found in the library are authentic and believable resources, how do we do this online?

While there are many sites as we have explored through this week’s module activity that can support our quest for sifting out fake news, it is important to consider that the future of the commons depends on our online participation being meaningful.

One thing that struck me as interesting was Rheingold’s take on gamers and You Tubers having strong crap-detectors. Something I had not really given much thought, not being a gamer or YouTube fan. He pointed out that gamers and You Tubers have:

  • Developed a community in which they teach each other
  • They motivate themselves and those in their community to do better
  • They develop social and computational filters
  • They create communities and social networks in which they know who they can turn to and discuss issues, current and credible sources

The question now lies, regardless of what your interest and involvement entail with the internet, how can you create these communities and social networks that are credible and trustworthy?

The other video this week, Beware of Online “filter bubbles” by Eli Pariser, was an interesting watch when considering news and trying to stay informed. As Eli points out, it is important that we are able to identify our own biases and beliefs and that we recognize the power that we have inadvertently given our search engines.

This “Trust in Google” notion is quite daunting, as we look for valid, relevant information. We must remind ourselves that we have to seek out alternative views and look for varying information so as to not get caught in a filter bubble of one-sided information. We see this often with “liking” and “joining” groups on social media, more specifically on Facebook and Twitter. While it is important to follow both people and causes that are relevant to us, it is critical that we recognize that these platforms create their own bubbles, where we see similar news, views and opinions.

While Rheingold points out there isn’t really anywhere that provides you with an unbiased perspective. It is important to find a mixture of biases for your “information diet”.

I think what stood out the most for me in Pariser’s video was the idea that behind every algorithm is a person. This idea that social media, in particular Facebook is able to see what links you click on and then use that information to edit the results of what you are seeing, without your consent.

It is important when considering that we use the internet as a tool to learn, communicate and inform ourselves, that we should be shown information that is relevant, important and challenges our views thoughts and opinions, not just those that the internet believes we hold near and dear.

Furthermore, where is the civic responsibility for users to take back control and access information that they deem important, credible and valid?

Why does the internet and its algorithm dictate/ predict the future of the information that we are shown?

This is a huge challenge to overcome and one that is currently leaving us isolated in our own filter bubble.

Rheingold, H. (2012). Chapter 2 Crap Detection 101: How to Find What you Need to Know and Decide if It’s True. In Net Smart: How to Thrive Online. (pp. 77-111). Cambridge, Mass. MIT Press.

Beware Online Filter Bubbles- TEDx

Digital Storytelling/ Storyboards- Bringing Student Learning to Life

March 22, 2020 / / 0 Comments

I have worked in Special education as an LST for quite some time, and I often encounter students who struggle with getting ideas on to paper as well as recalling information. Both written output and memory recall are often common challenges that I see in the classrooms in which I work. We spend a great deal of time thinking about how we might overcome some of theses challenges facing students.

I know that my students have learned much more than they can often tell me, and it frustrates me that it is often discouraging when considering how we might bridge this gap. Often difficulties with written output, working memory and expressive vocabulary limit student abilities to demonstrate their full understandings of concepts taught. However, we really need to just find the right way to support students to show and tell what they know. Digital storytelling and storyboards could be another way to connect with students and understand a new way to learn from each other.

Thinking about working with students who have difficulty with verbal communication, means that we need to seek to understand different channels for them to express and communicate their needs, wants and understanding. Part of my job is looking for varied access points in which students with exceptionalities can access the curriculum and further more, look at ways in which they can communicate their learning.

Looking at some of the resources provided to us for this course on digital stories and story boarding has me considering this as a great way to explore student understanding. As we explore and look at applications to create digital stories for our group project, I can see how these will help students to show and tell what they know in a new way that can offer a voice to those students who have previously not had the opportunity or been given the benefit to do so.

Shelley Moore speaks to the concept of presuming competence while being a timeless advocate for inclusion and providing equitable opportunities for students with exceptionalities. She has done many great TED Talks, however my favorite is on how we make assumptions that often influence how we act and teach our students. Her video is poignant in recognizing that all students can contribute to their classroom communities, we just need to figure out how, and what that can look like. See link below.

https://youtu.be/AGptAXTV7m0

I think about the use of many applications such as Brain Pop and NeoK12 which provide students with interactive digital stories and lessons that are creative, interactive and engaging and think this could definitely bridge the gap of students demonstrating their learning, especially with the online assessments provided.

“brainpop-digitalcitizenship” by kjarrett is licensed under CC BY 2.0

Storyboards can be used to create visual images for a script. In addition, they can be looked at as the visual representation of the story itself. There are so many details that can be packed into a drawing.

The use of a storyboard or a single illustration can be a great example for a student who struggles with language or written output. We often think of illustrations accompanying stories, however these illustrations can tell us a great deal of what a student is thinking, questioning and understanding.

I think that digital storytelling can be used as a great way to connect with students and explore a new lens that can be seen as strength-based, support different abilities, learning styles, interests and opportunities.

 

 

Making Connections

October 15, 2019 / / 0 Comments

Making Connections and Further Considerations with Research in Educational Technology
Mackenzie Hubbell
October 15th, 2019

It was both enjoyable and encouraging to watch my colleagues’ videos and read the handouts while trying to relax this past weekend. Some of the videos were encouraging about the use of educational technology and others made me think about the basic needs of implementing its use as well as the “real” value of educational technology. In looking at the groups, there are a few questions that come to mind.

  • What kind of training is required by educators to successfully use the technology?
  • How do we evaluate the use of technology?
  • What are the overall implications of implementing the technology: ethical, moral, issues of equity etc.?
  • How will the technology affect my learners?
  • How does the technology support the goals of the learner and enhance the overall learning objectives?

In exploring options for my Med project, I am particularly interested in looking at educational technologies that may support the use of fully incorporating Indigenous Education into every day teaching practice. I see the abundance of resources within Aboriginal Education, and question where the limitations lie in the implementation of its use. Providing educators with options to incorporate more digital technologies will support the effective and consistent teaching of Indigenous curricula, but I haven’t entirely hammered out all of the details. What I recognize in my current district, is that we are incredibly “resource rich”, yet there are obvious hesitations with incorporating Indigenous Education into everyday teaching practices.

One particular group that I enjoyed, was Emily and Trevor who looked at the role of leadership for information technology. This topic resonated with me, as we look at how to successfully implement the use of technology in our everyday teaching practice. It boils down to training and having access to people who are confident in using these technologies to assist and support school staff. We have literacy support teachers, math helping teachers, language helping teachers but often don’t have technology specialists, or at least not in my small community. Staff definitely need to feel supported and need to have the opportunity to learn themselves to become proficient with their use of technology.

In looking at the different presentation formats from our groups, its difficult to look at this from an evaluative approach. Using the basic video technology and looking at how each group choose to summarize and make their presentations engaging, entertaining but also knowledge rich, begs the questions when looking at implementing technology into the classroom.

What are the parameters for evaluation?

How do we deconstruct the content and information in a given presentation versus measuring the quality and engagement factor of the presentations?

I think about this as a real challenge in the classroom setting, especially when you give students the autonomy and freedom to explore educational technology, which is both exciting and frightening to me from an evaluative standpoint. If we continue to narrow the parameters and freedoms of expression when looking at student presentation styles, are we limiting our student’s ability to fully demonstrate their level of understanding

I can appreciate many of the new novel ways we look to engage our students and get them excited about learning. We often do this by introducing new technology into our classrooms. We are encouraged to explore new ways of learning and teaching, which in many ways enhance learning opportunities in the classroom. One thing that really resonates with me, having worked in Special Education for quite some time is looking at how of these technologies can be used in an equitable manner. Often the technology is used to present new material, just in a different way. My hope is that some of these new technologies allow all students to be active and engaged in their learning experience and creates more meaningful learning opportunities, rather than simply being a catchy new way to present the same information. Technology should support educators to make learning more meaningful and increase engagement and allow teachers to teach smarter not harder.

For this project, the learning for me was two-fold, understand the content, while also learning to navigate and use the technology required to present it.

What are the future implications?

The educator needs to have a solid foundation and understanding of how the technology is to be used and how to trouble shoot potential pitfalls. I think many teachers stray away from using tech because they don’t give themselves enough time to get comfortable with using the technology themselves, or perhaps aren’t provided with enough training opportunities to get fully acquainted.

In addition, I think its really important to think about how the technology will enhance the overall learning experience. Technology for the sake of using technology is not sufficient if the learning objectives are not clear and it is not made obvious how the educational technology will support the learning experience. Providing students with technology without an understanding and knowledge base of the technology itself, its capabilities and how it intends to enhance the overall learning experience is a common mistake.

More opportunities to explore, play and learn new educational technologies before we teach with them will see them used more effectively in the classroom.

Reference:

Voogt, G. Knezak, R. Christensen, & K-W, Lai (Eds.) Second Handbook of Information Technology in Primary and Secondary Education, pp. 3-12. Springer International Handbooks of Education. Springer, Cham. https://doi.org/10.1007/978-3-319-71954-9

Clark/ Kozma Debate

September 17, 2019 / / 0 Comments

Blog # 2
September 17th, 2019
EDCI 571
Discussion around the Clark/ Kozma Debate

This was a challenging read, and what was even harder was reading the position Clark took on the media having little or no influence on education and learning. It didn’t speak to the fact that technology is evolving, or that education changes and develops over time. It felt narrow in scope if I am being both honest and critical. Clark suggests that it really doesn’t matter what you use to get the material across, which makes me question how anyone could feel inspired, motivated or challenged in their own teaching practice. If it really doesn’t matter how curriculum is delivered, it would suggest that both learning and teaching is somewhat static. If all we had were textbooks and basic word processors, and learning consisted of regurgitating information and rote memorization, Clark to me is suggesting the outcomes of the learning should be consistent over time. Clark does not account for students needing differentiated instruction and unique learning styles, he does not account for teachers autonomy to choose how they teach and deliver curriculum or whether they choose to use technology. Furthermore the author of this debate suggests that we should not use media in education primarily because it is too expensive. While I do appreciate that finances are always a concern in the public education sector, I have to wonder how long he thought teaching students with textbooks or worksheets would last? It costs a lot less than many of the technologies available today, however it works for a minority of student learning styles and would bore me to tears.

Kozma on the other hand did a great job providing us with examples of how technology is and can influence education and student learning. I had not previously explored the Thinker Tool Program, however this example provided, definitely had me thinking about other tech options used in education to make learning more engaging and meaningful. He suggests that we can use the capabilities of media and technology to our advantage to influence learning in a positive way. This I can completely agree with. The key is ensuring that the scaffolding or pre-teaching of why the technology is being used is important and not a missed learning opportunity.

In reflecting on my own teaching practice, I think there are lots of great things that we as teachers can use that make learning inviting and engaging that does not require media or technology. Having said this when talking to students, most have access to Ipads, computers and cell phones at home. I can use this technology that in many ways is already in place for most if not all children that I teach to augment what I am doing in the classroom. It is important to provide instructional strategies however, so that students understand the skill set they are learning, not to confuse this with just playing with technology. There are many examples that demonstrate how media influences my own students learning. For example, student video projects can be a powerful learning experience and can support varied learning styles.

Does media really have an influence on learning?

Media, in my opinion can provide a positive influence on active learning strategies. Examples of media used for meaningful education include film clips, songs you hear on the radio, a podcast of a lecture or an online newspaper article. Furthermore, opportunities to use social media in the classroom to increase engagement can be helpful, however I feel that I would approach these options with caution, consider for what purpose I am intending them to be used, and at what grade level they are appropriate. Specifically when I am speaking about social media I am referring to the use of networking sites such as MySpace, LinkedIn, Facebook or Twitter as well as students personal blogs.

Media does in my opinion have a great influence on meaningful learning and can be used to enhance teaching, support or compliment many traditional teaching practices. Some of the positive aspects of using media to improve or influence education in today’s classrooms include:

  • Bridging the gap between students’ knowledge and the learning objectives
  • Increasing student engagement
  • Supporting retention of skills taught
  • Motivating students through interest areas
  • Creates greater sense of meaning and relevance of concepts

I feel that the best learning happens when students are able to establish meaning. When the learning is made meaningful the learning is richer and more likely to resonate with students. With the increase and accessibility of technology, it seems obvious that such use would be hugely impactful on the learning experience and not likely to go away anytime soon.

Overall I found the debate a bit confusing and somewhat frustrating with the fact that it felt really outdated. It is difficult to choose sides in this debate, although I think I would tend to side more with Kozma. Learning is not one dimensional and there are so many ways of learning now that it seems that the use of media and technology would positively influence education today. I feel like the Clark/ Kozma debate is looking for its readers to arrive at a definitive answer or opinion, and how do we get there when what we know and love about both education and technology is constantly evolving, nothing is static.

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